Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 202-215 |
| Number of pages | 14 |
| Journal | Teaching Mathematics and Its Applications |
| Volume | 35 |
| Issue number | 4 |
| Early online date | 22 Jun 2015 |
| DOIs | |
| Publication status | Published - Dec 2016 |
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Pre-service teachers' mathematics content knowledge: implications for how mathematics is taught in higher education. / Lowrie, Tom; Jorgensen, Robyn.
In: Teaching Mathematics and Its Applications, Vol. 35, No. 4, 12.2016, p. 202-215.Research output: Contribution to journal › Article
TY - JOUR
T1 - Pre-service teachers' mathematics content knowledge: implications for how mathematics is taught in higher education
AU - Lowrie, Tom
AU - Jorgensen, Robyn
PY - 2016/12
Y1 - 2016/12
N2 - This investigation explored pre-service teachers'mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associatedwith (1) inquiry-based teaching; (2) howmathematics knowledge is acquired; and (3) the applicability of mathematics. These factors were used in subsequent multivariate analyses to determine whether teachers' mathematics competence influenced their personal mathematics viewpoints and perspectives. There was no difference between those students who had studied advanced and standard mathematics at school on the three belief and attitude measures, despite distinct differences in theirMCK. © The Author 2015. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved.
AB - This investigation explored pre-service teachers'mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associatedwith (1) inquiry-based teaching; (2) howmathematics knowledge is acquired; and (3) the applicability of mathematics. These factors were used in subsequent multivariate analyses to determine whether teachers' mathematics competence influenced their personal mathematics viewpoints and perspectives. There was no difference between those students who had studied advanced and standard mathematics at school on the three belief and attitude measures, despite distinct differences in theirMCK. © The Author 2015. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved.
KW - Pre-service teachers
KW - Higher education
KW - mathematics content knowledge
UR - http://www.scopus.com/inward/record.url?scp=85020992944&partnerID=8YFLogxK
U2 - 10.1093/teamat/hrv008
DO - 10.1093/teamat/hrv008
M3 - Article
VL - 35
SP - 202
EP - 215
JO - Teaching Mathematics and Its Applications
JF - Teaching Mathematics and Its Applications
SN - 0268-3679
IS - 4
ER -